Centro Universitário Estácio do Ceará (BRAZIL)
About this paper:
Appears in: INTED2015 Proceedings
Publication year: 2015
Pages: 460-467
ISBN: 978-84-606-5763-7
ISSN: 2340-1079
Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain
The current essay analyzes the impact of new information and communication technologies on the teaching-learning process, from a pedagogical practice entitled “Estacio World Cup”, which uses a juridical videogame (Top OAB) and a blog. The work investigates the meeting of pedagogy and these technologies, as well as it focus on a pedagogical paradigm shift generated due to the progress of the virtual interface and interaction. It examines the Web 2.0 and its openness to the educational process, as well as the new pedagogical skills that teachers have to develop in order to adapt themselves to the representations and cognitive entries of a generation immersed in virtual and multimedia stations. It studies Web 2.0 specific platforms as videogames and blogs and its use on the educational area in general and juridical area in particular. The pedagogical practice consists in splitting the classroom in many teams and labelling those teams with the name of countries. Through a public drawing process, the teacher and students generate matches, as well as the match day and time. The first half is a videogame competition (virtual stadium). The teams go to a computer laboratory and they have to answer five questions inside a quiz format videogame entitled “Top OAB”. The videogame was programmed with hundreds of questions explored in past admission tests to the Brazilian Bar Association. The second half is a classroom challenge (real stadium) in which teams attack each other with juridical questions. In the second half, the teacher (referee) validates a goal to the attacking team when the adversary replies wrong. The teacher and all students use a blog site to share general information about the matches, photos, videos and results. After the game, the teams have to deposit their questions in the blog platform, so colleagues in the future can prepare themselves by replying those questions. The final match encompass all the contents analyzed during the course. The article proposes that the pedagogical practice called “Estacio World Cup” integrates in an efficient manner the Web 2.0 resources; it stimulates a cooperative learning and a collective construction of the knowledge. The article concludes that there is no abyss between technology and pedagogical practice. On the contrary, the worlds of education and technology are intimately correlated on empirical, philosophical and conceptual levels. As far as methodology is concerned, the research is applied, qualitative, and explicative as well as it was built from bibliographical data and field research.
New technologies, education, pedagogical practice, Web 2.0.